Notions
of competency have dominated the teacher education literature, and have
underpinned Competency-Based Training in educational leadership at all levels
of education and training. The emergence of counter-narratives underpinned by
the capability movement, have as yet had minimal impact on practice in
teacher education. New discourses in educational theory and practice which
are founded on non-linear approaches to learning and teaching provide added
impetus to engage in the competency/capability debate, and re-examine our
approaches to educational leadership. This paper explores complexity theories
and demonstrates how complexity's pedagogical implications can lead to new
models for understanding educational leadership learning and teaching. A new model
for conceptualizing end-user educational leadership is presented that was
derived from a three-year action research initiative with pre-service
teachers. The premise of the study assumed that there is no relationship
between the capability approach and the development of students' competencies
in the Higher Technical Teachers' Training College Kumba. The study had as
specific objectives to identify the teaching and learning strategies used,
examine the use of the Capability approach in the development of competencies
of students and the challenges faced by both the students and teachers in the
implementation of the capability approach in developing competencies in the
Higher Technical Teachers' Training College Kumba. The sample constituted 190
questionnaires administered to the students of HTTTC Kumba and 5 interviewed
conducted with teachers of the school. The findings of this study showed that
teachers of the HTTTC Kumba highly implement group discussion, brainstorming
and demonstration whereas role play and lecture/presentation methods are only
implemented to a lesser extent. Findings also showed that the students have
the freedom and are guided towards what they are best at doing but for the
fact that resources are insufficient to facilitate the implementation of this
approach. The spearman rank correlation was 0.586 indicating a strong
positive relationship between the use of the capability approach and the
development of students' competences in HTTTC Kumba. The study concluded in
favour of Sen's findings that technical education today is the most valuable
means by which the quality of a country's development is determined. This is
because capable people are more likely to be able to deal effectively with
the turbulent environment in which they live by possessing this "all
round' capacity. The important practical point stressed here however was that
the development of core competences by students could lead, as a secondary
effect, to a more sustainable and democratic society. As such, inferences was
drawn that for Cameroon to become Emerging by the year 2035 competency
development in Technical Education need to be given adequate attention. Massa
Ernest Massa"Appraising Capability Models for Conceptualising the
Development of Competencies amongst Students of the Higher Technical
Teachers' Training College (HTTTC), Kumba" Published in International
Journal of Trend in Scientific Research and Development (ijtsrd), ISSN:
2456-6470, Volume-2 | Issue-2 , February 2018, URL:
http://www.ijtsrd.com/papers/ijtsrd10701.pdf
Article URL:
http://www.ijtsrd.com/management/other/10701/appraising-capability-models-for-conceptualising-the-development-of-competencies-amongst-students-of-the--higher-technical-teachers'-training-college-htttc-kumba/massa-ernest-massa |
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